ERIC ED517576: An Analysis of Rural and Urban Pennsylvania Adults Taking, Completing and Passing the GED

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by  ERIC

An Analysis of Rural and Urban Pennsylvania Adults
Taking, Completing and Passing the GED

An Analysis of Rural and Urban Pennsylvania Adults
Taking, Completing and Passing the GED
By:
Barbara L. Van Horn, M.Ed., Pennsylvania State University, and Cathy Kassab, Ph.D.
January 2011
This project was sponsored by a grant from the Center for Rural Pennsylvania, a legislative agency of the
Pennsylvania General Assembly.
The Center for Rural Pennsylvania is a bipartisan, bicameral legislative agency that serves as a resource
for rural policy within the Pennsylvania General Assembly. It was created in 1987 under Act 16, the Rural
Revitalization Act, to promote and sustain the vitality of Pennsylvania’s rural and small communities.
Information contained in this report does not necessarily reflect the views of individual board members
or the Center for Rural Pennsylvania. For more information, contact the Center for Rural Pennsylvania, 625
Forster St., Room 902, Harrisburg, PA 17120, telephone [phone], email: [email protected],
www.rural.palegislature.us.
Executive Summary
Dropping out of high school seriously impacts an indi-
vidual’s job opportunities, income potential and employ-
ment stability. To minimize those risks, individuals can
earn a General Educational Development (GED) credential.
Table of Contents Researchers have studied the impact of obtaining a GED
on candidates’ lives and found that the credential affects
Introduction .............................................................5 their perceptions of themselves and their future success in
terms of education, training, employment and income.
Goals and Objectives .............................................6
This study identified similarities and differences among
Methodology ...........................................................6
rural and urban GED students to determine if certain
Results ...................................................................8 factors affect the success of these students in obtaining a
Conclusions ..........................................................16 GED. The study also looked to identify program consid-
erations that may serve the educational needs of out-of-
References ..........................................................18
school rural and urban GED candidates.
Appendix A ...........................................................19
The research found that, on average, GED candidates
were 24 years old, did not complete schooling beyond the
10th grade, and earned about $5,800 the year prior to taking
the GED. The largest percentage of rural and urban candi-
dates indicated they were unemployed, and about one-third
indicated they were employed full-time.
Overall, the most common reasons for taking the GED
were personal satisfaction, to get a better job, to enter
college, to enroll in a technical or trade program, and to
be a role model for family. Typically, the GED candidates
found out about the GED through a friend, neighbor or
family member. The most common methods/approaches
for preparing for the GED were home study, public school
adult education class, official practice tests, and being self-
taught.
The most frequently indicated reasons for not complet-
ing high school were “did not like school” and “absent too
many times.”
Rural GED candidates traveled farther than urban candi-
dates to take the GED tests, but both groups drove 25 miles
or less, on average. Candidates did not wait long to take the
GED – on average, one week or less.
The research results also indicated that the rural candi-
dates’ educational functioning level (EFL) upon entering
the adult education program was significantly higher than
that of urban candidates. However, the urban candidates’
level of participation was significantly more intense and
persistent than that of rural candidates.
Based on these and other results, the researchers deter-
mined that common characteristics among rural and urban
GED candidates have implications for adult basic educa-
tion programs in terms of planning and providing GED
preparation classes. Specific program approaches, based on
the differences between the two cohorts, also can be useful
in tailoring classes to meet the needs and interests of each
group.
4 The Center for Rural Pennsylvania
Introduction ring over time, have made it necessary for employers to
hire workers with higher levels of educational attainment,
For the past decade, school reform, early childhood edu- including in most cases, some postsecondary educa-
cation, and struggling adolescents have been the focus of tion or training. Dohm and Shniper (2007) reported that
education. These are undoubtedly important issues. How- nearly twice as many jobs in the near future will require a
ever, they do not include the educational needs of adults postsecondary credential or degree. Further, workforce de-
who have already dropped out of school prior to receiving velopment goals for various Pennsylvania agencies and or-
a high school diploma and the impact that dropping out ganizations include preparing Pennsylvanians for careers
has on families, communities, and the economy. in higher-wage jobs. Research conducted by the Center
Adults with limited educational attainment face a for Rural Pennsylvania (Findeis, Shields and Shrestha,
lifetime of economic insecurity. Results from the 2006- 2009; and Yerger and Julian, 2009) concluded that getting
2008 American Community Survey1 indicate that median students to complete high school improves a county’s
earnings for Pennsylvania adults (25 years and older) who employment rates. Inadequate educational attainment is
did not have a high school diploma or its equivalent were likely to limit Pennsylvania’s economic growth in the
considerably less than those of adults with a diploma or future. Therefore, efforts to keep youth enrolled in high
its equivalent. Specifically, the median earnings (in 2008 school and to encourage more out of school youth and
inflation-adjusted dollars) for those without a diploma adults to re-engage in education to obtain, at minimum, a
were $20,766, and $27,751 for those with a diploma. high school credential will become ever more important.
Having postsecondary schooling was associated with even Ideally, high school students should remain in school
higher earnings: the median earnings for those with some until they graduate. Unfortunately for a significant number
college or an associate’s degree were $33,829; $46,582 of Pennsylvania youth and adults, the reality is that they
for those with a bachelor’s degree; and $62,925 for those have already left school without a diploma. Without a
with a graduate or professional degree. In addition, adults high school diploma, access to postsecondary training and
whose income was below the poverty level were more education is often denied. Access to higher wage jobs may
likely to not have a high school diploma or its equivalent. also be out of reach. Currently the most often used avenue
Specifically, about 30 percent of adults 25 years of age to re-engaging in education and receiving a high school
or older whose income was below the poverty level did credential is to pass the series of five academic tests that
not have a high school diploma or its equivalent. On the comprise the General Educational Development (GED)
other hand, about 11 percent of adults whose income was Test series. Accepted by both academic and corporate
at or above the poverty level had less than a high school organizations as equivalent to a high school diploma, the
diploma or its equivalent. GED is produced and administered by a division of the
Fogg, Harrington, and Khatiwada, (2007) found that American Council on Education (ACE). It includes exams
Pennsylvania’s high school dropouts face unemployment in English grammar, social studies, natural science, litera-
and under-employment throughout their working lives ture, and mathematics.
as well as lower wages when compared to their better- In Pennsylvania, the Department of Education’s Bu-
educated counterparts. The inability to access full-time reau of Adult Basic and Literacy Education (ABLE)
employment also results in fewer opportunities to receive administers GED educational services, providing the
health or pension benefits. Unfortunately, these economic GED through a network of approved GED Testing Sites.
outcomes for high school dropouts have gotten worse over Test takers must go to one of these official sites to take
time due, in part, to changes in Pennsylvania’s economy. the tests, and they must pass all five tests. According to
Herzenberg and Price (2008) note that the rural economy ABLE, adults eligible for the GED are residents of the
has gradually changed from a manufacturing to a service state who are no longer enrolled in a public, licensed pri-
industry base since the 1970s; at that time, one of three vate, registered accredited, or licensed nonpublic second-
rural jobs was in manufacturing compared to one in six in ary school, and have not graduated from high school or
2008. Changes in technology and manufacturing proce- received a high school diploma or equivalency certificate.
dures have resulted in employers seeking workers with ABLE administers the GED program, including prepara-
more advanced education or training to fill available posi- tion classes and testing, although other non-ABLE funded
tions. Further, while high-wage paying service industries entities, such as public libraries, often offer workbooks,
account for only 12 percent of the available jobs in rural videotapes, or access to on-line GED test preparation
areas, those industries, including information technology software.
and finance, also require workers with more advanced Research literature focusing on differences between
skill levels. These changes in business and industry, occur- rural and urban adults in the factors that promote taking
or passing the GED is sparse. One factor that is likely to
promote passing the GED is participation in GED prepara-
1 The American Community Survey is sponsored by the U.S. Cen- tion classes. King (2002) reported a significant difference
sus Bureau, and is an on-going nationwide survey that is sent to a
sample of the population.
An Analysis of Rural and Urban Pennsylvania Adults Taking, Completing and Passing the GED 5
between rural and urban adults in barriers to participation ers studied factors associated with obtaining higher GED
in a GED program, particularly with respect to family scores to determine if these factors might help other can-
constraints. In addition, a survey of ABLE-funded adult didates improve their overall test scores.
education providers in Pennsylvania indicated that rural The GED Testing Service distinguishes between GED
adult education providers have greater difficulties recruit- candidates, GED completers, and GED passers. GED
ing and retaining adult education students, in general, than candidates are adults who have taken at least one of the
urban providers (Yan, 2006). five tests, regardless of whether they passed. Therefore, all
individuals in the databases are GED candidates. How-
Increasing Educational Attainment Through the GED ever, these candidates can be further divided into GED
The 2008 GED Testing Program Statistical Report completers who had taken but not passed all five tests and
found that 60 percent of GED candidates nationally take GED passers who earned the GED credential by passing
the test for educational reasons (GED Testing Service, all five tests and having acceptable minimum total scores.
2009). This report also found that approximately 39 per- These terms are used throughout the report to distinguish
cent of all GED candidates were between 16 and 18 years among groups of individuals who pursued a GED creden-
old. Interestingly, Coley (2008) reported the same percent- tial during the study time period (2003-2008).
age for a broader age range, stating that in 2004-2005, 16
to 24 year-olds accounted for 39 percent of all participants
Methodology
in state-administered adult education programs nationally
(adult basic education, GED, and English as a Second The study used two data sources: the GED scoring
Language/ESL). service database and the Bureau of ABLE’s database
The majority of these young adults and the remaining on participants in ABLE-funded educational programs,
GED candidates take the GED for various reasons, most referred to as e-Data.2
often citing interest in seeking a postsecondary training To conduct the analyses, the researchers created two
credential or degree. Researchers have conducted Penn- longitudinal databases, both containing data for the period
sylvania and national studies on the impact of obtaining of January 1, 2003 to December 31, 2008.3 These data-
a GED on candidates’ lives and found that it affects their bases were restricted to only those GED test takers with a
perceptions of themselves as well as their future success Pennsylvania ZIP code or county. Throughout the remain-
in further education or training, and in employment and der of the report, these two databases are referred to as
income (Heckman and Rubenstein, 2001; Murnane, Wil- the “longitudinal GED scoring service database” and the
lett, and Tyler 1999; Smith, 2003; and Tyler, 2005). “e-Data/GED longitudinal database,” respectively.
For the longitudinal GED scoring service database, the
researchers constructed panel data for each GED candi-
Goals and Objectives
date within the 2003-2008 time period.
The overall goal of this project was to determine simi- For the e-Data/GED longitudinal database, the research-
larities and differences between rural and urban adults ers included data from e-Data for the 2003-2008 time
in Pennsylvania who had taken the GED between 2003 period and the longitudinal GED scoring service database
and 2008. The researchers expected that profiles of these for GED candidates that were found in both databases.
adults would provide useful information in setting policy The longitudinal GED scoring service database contains
and in designing programs effective in serving the educa- data from the U.S. Demographics Survey conducted by
tional needs of out-of-school rural and urban youth and the General Educational Development Testing Program
adults without a high school credential. as well as individual GED test scores. All test takers are
To that end, the researchers analyzed existing data- administered the U.S. Demographics Survey, although
bases to develop profiles of Pennsylvania adults who took they are not required to complete all survey questions.
the GED during the specified time period to determine The demographic survey asks GED candidates for their
characteristics that may have influenced GED outcomes. address, county, age at the time of the survey, gender,
This information could then assist educators in developing race/ethnicity, primary language, highest grade completed,
programs to address this diverse population of adults. highest grade completed in primary language, years last
Further, the researchers examined the impact that attended school, reasons for taking the GED test, labor
participation in education services offered by ABLE had market status, and income. It also asked candidate if
on adults preparing to take the GED. Finally, the research- they are in a correctional facility, a health facility, or the
2 The Institute for the Study of Adult Literacy (ISAL) is the grantee responsible for providing ABLE with data support through the ABLE
Tech project. Part of ISAL’s duties under that project include the regular analysis of data entered into the e-Data system as well as data in
the GED scoring service database.
3 Data collection procedures for the GED changed in 2002 and 2003 was a transition year for the new GED data collection procedure. Con-
sequently, the first year that was included in the longitudinal database is 2003.
6 The Center for Rural Pennsylvania
military, if they are receiving public assistance, if they are demic factors on success with the GED for rural and urban
a single parent, the distance from their residence to the candidates.
testing center, if they took the official GED practice tests One of the primary advantages of using a longitudinal
or paid for the test preparation themselves, and how they design for this study was that it provided a more accurate
first learned about the GED. assessment of whether an individual passed the GED and
The longitudinal GED scoring service database was how much time it took for the individual to complete and
used to place candidates into one of three categories: pass the test, since some adults take the test over multiple
adults who took at least one of the GED subtests but did years.
not complete it (GED candidate); adults who did not pass All analyses were restricted to candidates who resided
the GED but completed all five subtests (GED completer); in Pennsylvania (based on their ZIP code and county), and
and adults who passed the GED (GED passer). The data- who provided permission to use the information collected
base also identified the number of times each candidate on the U.S. Demographics Survey for research purposes.5
took the GED, and the amount of time between the first Moreover, analyses were restricted to candidates who
and last administration of the GED for each candidate dur- indicated that they took the English version of the GED
ing the 2003-2008 time period. and whose primary language was English. The researchers
The researchers coded addresses to determine whether based this decision on several factors, including that the
the candidate lived in a rural or urban community. They vast majority of the candidates took the English language
used the Center for Rural Pennsylvania’s population-den- version of the GED and nearly all of the candidates
sity-based definition of rural and urban.4 As such, the pri- indicated that their primary language was English. Out
mary measure of rurality was whether the municipality in of 89,431 test takers residing in Pennsylvania and who
which the candidate lived was rural or urban. The county gave permission to use their data for research purposes, 93
was also coded as rural or urban, thereby incorporating a percent took the English language version of the GED and
measure of rurality for the candidates’ larger environment. indicated that their primary language was English.
The e-Data/GED longitudinal database contained all In terms of a rural/urban breakdown, 95 percent of
of the variables in the longitudinal GED scoring service candidates residing in rural municipalities and 92 percent
database as well as program variables from the e-Data of those in urban municipalities took the English language
database. ABLE regularly collects data on adult students’ version of the GED and also indicated that their primary
length of time in the ABLE-funded program, educa- language was English. Supplemental analyses indicated
tion level on entry and exit, and the number of hours of that candidates who took non-English versions of the
instruction in GED preparation and other classes. This GED were significantly less likely to pass the GED or to
combined longitudinal database provides a richer source complete it.6 However, due to the small number of people
of information than the longitudinal GED scoring service who took a non-English version, particularly in rural ar-
database; however, it is more limited in that it contains eas, it is unlikely that analyses incorporating language (of
only adults in both the longitudinal GED scoring service the GED or primary language) would be reliable.7
database and e-Data, thereby eliminating candidates who In addition, the analyses excluded adults associated with
did not participate in an ABLE-funded adult education correctional facilities. This was done to avoid skewing
program. results, in particular for those living in rural areas. These
The longitudinal GED scoring service database was used procedures resulted in the longitudinal GED scoring ser-
to develop a demographic, socio-economic, and academic vice database containing data for 68,317 Pennsylvanians.
profile of Pennsylvania’s rural and urban candidates. The e-Data/GED longitudinal database contained data on
It was also used to address the relative strength of demo- 28,862 of those included in the longitudinal GED scor-
graphic, socio-economic, and academic factors measured ing service database (42 percent). Consequently, 39,455
by the U.S. Demographics Survey influencing outcomes people in the longitudinal GED scoring service database
on the GED for rural and urban candidates. (58 percent) were not represented in the e-Data/GED
The e-Data/GED longitudinal database incorporated longitudinal database.
program variables into the analysis, and the researchers Due to the extremely large number of cases included
used it to assess the relative influence of program vari- in the research, the researcher used a p-value of 0.001 to
ables, as well demographic, socio-economic, and aca- define a statistically significant effect.
4 A municipality is rural when the population density within the municipality is less than 274 people per square mile or the municipality’s
total population is less than 2,500 unless more than 50 percent of the population lives in an urbanized area as defined by the U.S. Census
Bureau. All other municipalities are urban.
5 Out of a total of 112,175 GED test takers, 7,040 test takers did not have an address that was associated with a Pennsylvania ZIP code or
county, and 16,847 did not provide permission to use their data for research purposes.
6 71 percent of those taking the English version of the GED passed the GED, compared to 45 percent of those taking the French version and
38 percent of those taking the Spanish version.
7 Only 216 candidates in rural municipalities took the Spanish version of the GED; none of the rural residents took the French version.
An Analysis of Rural and Urban Pennsylvania Adults Taking, Completing and Passing the GED 7
Data Limitations
Secondary data were used in the analyses, and as such, the research team was not able to control the procedures
used to administer the data collection instruments or for data entry. Moreover, a large number of personnel enter
data into the e-Data system. As such, the quality of data entry may vary across personnel and time. Also, data for the
e-Data system are collected for administrative purposes and not research. Consequently, administrative factors may
influence the extent to which a complete array of data is entered into the database. The U.S. Demographics survey
is self-administered. There is a substantial percentage of missing data for some survey questions, in particular the
questions dealing with status at the time of testing, why the test taker did not complete high school, and questions
asking about specific subject areas taken from the 9th grade until schooling was completed, years of study and grades
received in different subject areas.*
The data limitations described above could potentially influence the reliability of responses. This potential impact
is counteracted by requiring a stringent p-value to determine statistical significance (0.001). In addition, consistency
of results across the various analyses would indicate that the findings were reliable.
* The high level of missing data associated with these questions are due, in part, to the structure of the response options and the coding
procedures used to determine if data were missing; test takers were to darken the circle associated with the response options if those
options applied. There was no opportunity for test takers to indicate that none of the options applied. Consequently, responses for these
questions were coded as missing if none of the response options were selected. This reason is most likely the primary factor affecting
the low response rate for the questions on status at the time of testing because the different statuses reflect special circumstances for an
individual, and a substantial percentage of test takers would be expected to not check any of the response options presented (i.e., single
parent, receiving public assistance, emancipated minor). The list of response options for the question asking test takers why they did
not complete high school was fairly extensive (43 different choices), and most likely additional factors were operating to influence the
response rate for this question. The instructions associated with the questions dealing with years of study in different subject areas and
grades were lengthy and involved, which would have influenced the response rates as well as the validity of responses for those who
answered these questions. The question asking about academic subjects taken would potentially be a demanding task for test takers
(i.e., under English/Literature, test takers were to indicate whether they took literature, English literature, world literature, or grammar/
composition).
Results
In the analysis of GED data from 68,317
Pennsylvania candidates, the research found that
72 percent of the sample completed and passed
the GED. Twenty-eight percent did not pass the
GED, including 13 percent who did not complete
all five tests and 15 percent who completed all
five tests but did not pass the GED. (See Figure 1)
GED Status and Geographic Location in terms of the frequency and timing of taking the GED
The frequency of rural and urban candidates achieving tests, and scores received on the tests. Rural residents had
one of the three GED outcomes - GED passer, GED com- significantly fewer days between the first and last time
pleter, and GED candidate - is shown in Figure 2. they took the GED test, and they also sat for the GED
Residents of rural municipalities were more likely to be fewer times, on average. At the same time, rural residents
GED completers and GED passers than residents of urban took more tests at a single sitting than urban residents,
municipalities. Seventy-nine percent of candidates in rural and took more tests overall. These two results provide an
municipalities passed the GED compared to 69 percent of indication of why rural tests takers were more likely to
candidates in urban municipalities. In contrast, 9 percent complete the GED than urban candidates, that being they
and 14 percent of candidates
in rural and urban munici-
palities, respectively, did not
complete the GED.
Test taking profiles of rural
and urban municipal resi-
dents identified differences
8 The Center for Rural Pennsylvania
were more likely to complete the battery of five tests on a components, while rural candidates scored significantly
single sitting.8 higher on the math and science components. The differ-
Rural candidates scored significantly higher than urban ences between rural and urban candidates on the social
candidates on the GED math, science and social stud- studies component and total scores were not significant at
ies subtests. On the other hand, the difference in scores the 0.001 level.
between rural and urban residents on the GED reading and Among those candidates who did not yet complete all
writing subtests did not differ significantly. Also, the last five subtests of the GED, rural candidates scored sig-
year that candidates took the GED during the study period nificantly higher than urban candidates on math, science
(2003-2008) did not differ significantly across rural and and social studies. Differences were not significant at the
urban candidates. That is, rural candidates were no more 0.001 level for the reading and writing subtests.
likely to take tests earlier during the study period (2003 or
2004) than urban candidates. Similarly, rural candidates Characteristics of Rural and Urban Candidates
were no more likely to take tests later during the study Due to the large number of rural and urban candidates
period (2007 or 2008) than urban candidates. included in the analyses, the majority of the differences
in the characteristics between rural and urban candidates
GED Performance were statistically significant at the 0.001 level, even when
To pass the GED, a test taker must score at least 410 the actual difference was small. Consequently, the only
on each of the five subtests (800 is the highest possible differences that are discussed below are those that are both
score), and the total score across all five tests must be at significantly and substantively significant.
least 2,250. Overall, 52 percent of the candidates were female, with
While rural candidates were more likely to pass the the percentage being slightly lower in rural areas (49
GED than urban candidates, they tended to score lower percent). Candidates were only able to indicate one race/
than urban candidates (among those passing the GED). ethnicity on the survey and there were considerable differ-
Specifically among those who passed the GED, urban can- ences between rural and urban candidates. Rural candi-
didates scored significantly higher than rural candidates dates were more likely to identify themselves as white
on reading, writing, social studies, and the total score. than urban candidates (85 percent and 63 percent, respec-
Rural candidates who passed the GED scored significantly tively), and urban candidates were more likely to identify
higher on math than urban candidates, although the dif- themselves as all of the other race/ethnicity groups. For
ference was small (less than a four-point differential). The example, only 10 percent of rural candidates identified
difference between urban and rural candidates who passed themselves as black, African American, or African descent
the GED was also small on social studies (less than a while 26 percent of urban candidates did so. About 9 per-
three-point differential). The difference between rural and cent of urban candidates identified themselves as Hispan-
urban candidates on the science test was not statistically ic, compared to 4 percent of rural candidates. (For the full
significant at the 0.001 level. demographic results, see Appendix A starting on Page 19.)
Both rural and urban candidates who passed the GED Overall, candidates were 24 years old, and completed
surpassed the minimum score necessary to pass the GED the 10th grade, on average. Candidates earned about
moderately well for the reading, science and social studies $5,800 the year prior to taking the GED,9 on average, with
subtests, especially reading. The mean scores for these income increasing as age increased for non-retirement
subtests were in the mid-500 range, and the mid-to-upper age test takers.10 Specifically, 58 percent of candidates
500 range for reading. Scores on the writing and math had an income of $5,000 or less in the year prior to tak-
components were considerably lower, with mean scores ing the GED. Only 1 percent of the candidates indicated
close to 500. being currently in the military. Differences were minimal
For candidates who did not pass the GED, but com- between rural and urban candidates with respect to the
pleted all five subtests, urban candidates scored signifi- results reported above.
cantly higher than rural ones on the reading and writing Rural candidates traveled farther than urban candidates
8 This conclusion is supported by the following: 87 percent of rural tests takers who sat for the GED only once during the
analysis time period completed the GED, while 65 percent of urban candidates who sat for the GED only once completed it.
Moreover, rural candidates were more likely to only sit once for the GED than urban candidates (38 percent compared to 19
percent, respectively).
9 The U.S. Demographics Survey provided the following response options for total amount earned the year prior to taking the survey: 1=$0;
2=$1-$3,000; 3=$3,001-$5,000; 4=$5,001-$7,500; 5=$7,501-$10,000; 6=$10,001-$15,000; 7=$15,001-$20,000; 8=$20,001-$25,000;
9=$25,001-$30,000; 10=$30,001-$40,000; 11= greater than $40,000. The means presented here were extrapolated.
10 Retirement age is defined loosely as a test taker in their 60’s or 70’s. Results indicated that average income the year prior to taking the
survey was lower for test takers in their 60’s and 70’s than for those in their 50’s.
An Analysis of Rural and Urban Pennsylvania Adults Taking, Completing and Passing the GED 9
to take the GED tests, but both groups drove 25 miles or
Figure 3: Distance Traveled to Take GED
less, on average.11 Specifically, 44 percent of rural can-
didates traveled 1 to 10 miles to take the GED, while 65 (rural n=17,684, urban n=47,745)
percent of urban candidates traveled that far. On the other
hand, 40 percent and 17 percent of rural candidates trav-
eled 11 to 25 miles and greater than 25 miles to take the
GED, respectively. The percentage of urban candidates
traveling greater than 10 miles was considerably smaller
(28 percent traveled 11 to 25 miles, and 7 percent traveled
more than 25 miles). (See Figure 3)
After candidates applied to take the GED, they did not
wait long – on average, they took in one week or less.12 In
fact, about 73 percent of rural candidates and 66 percent
of urban candidates reported not waiting at all to take the
GED. However, among those who had to wait to take the Compared to rural candidates, urban candidates were
GED, urban candidates were more likely to have to wait more likely to indicate entering a 2-year college (26 per-
than rural candidates: 20 percent of urban candidates cent compared to 19 percent), entering a 4-year college/
waited 1 to 4 weeks, compared to 14 percent of rural can- university (20 percent compared to 15 percent), or enroll-
didates. Urban candidates were considerably more likely ing in a technical or trade program (23 percent compared
to pay for their test preparation themselves than rural to 21 percent). On the other hand, rural candidates were
candidates (47 percent compared to 38 percent). more likely than urban candidates to indicate personal
Also, urban candidates indicated spending more hours satisfaction as a reason for taking the GED (56 percent
preparing for the GED than rural candidates – urban can- compared to 51 percent).
didates spent 102 hours to prepare, on average, compared Other less frequently mentioned reasons for taking the
to 75 hours, on average, reported by rural candidates. It is GED indicated by candidates included job training (11
important to note that this figure is the number of hours percent), employer requirement (9 percent), get first job (6
spent preparing for the GED prior to the first administra- percent), skills certification (6 percent), military entrance
tion of the test. The survey data does not provide a count (5 percent) and military career (2 percent), keep current
of the hours spent preparing for each administration. As job (3 percent), public assistance requirement (3 percent),
noted earlier, 62 percent of rural candidates and 81 percent court order (3 percent), early release (1 percent), and other
of urban candidates took the GED more than once. Con- (12 percent). On average, candidates indicated 2.4 reasons
siderably more rural candidates reported taking the Of- for taking the GED.
ficial GED Practice Tests; 72 percent of rural candidates Candidates also indicated their current status in the
reported taking the practice test compared to 56 percent of labor market, with the options listed in Appendix A.
urban candidates.13 Candidates could check all that applied. The largest per-
Candidates were asked to indicate the reasons for taking centage of rural and urban candidates indicated that they
the GED. The list of options is provided in Appendix A, were unemployed (seeking employment), although urban
and candidates could check all that apply. Overall, the candidates were significantly more likely to be unem-
most common reasons for taking the GED were as fol- ployed than rural candidates (39 percent and 34 percent,
lows: respectively). On the other hand, 33 percent of urban
• Personal satisfaction (52 percent); candidates and 31 percent of rural candidates indicated
• To get a better job (45 percent); they were employed full-time. Only 16 percent of urban
• To enter a 2-year college (24 percent), enroll in tech- candidates and 13 percent of rural candidates indicated
nical or trade program (22 percent), or enter a 4-year they were employed part-time (20 or fewer hours/week).
college/university (19 percent); and Overall, only a small percentage of candidates indicated
• To be a role model for family (20 percent). they were on permanent disability (1 percent), not in the
labor force (unemployed by choice – 3 percent), or not in
11 The U.S. Demographics Survey provided the following response options for number of miles traveled in 1 direction to take the GED
tests: 1=1-10; 2=11-25; 3=26-50; 4=51-100; 5= greater than 100.
12 The U.S. Demographics Survey provided the following response options for length of time waited to take GED tests: 1=no wait; 2=1
week; 3=1 week to 1 month; 4=greater than 1 month. Means in Appendix A were extrapolated.
13 The U.S. Demographics Survey asks whether the test taker took the official practice tests in two distinct questions. In the first location
on the questionnaire, the test taker was simply asked to indicate ‘yes’ or ‘no’ as to whether they took the official GED practice tests. The
data reported above is associated with this question. In the second location, candidates were asked to check which methods/approaches they
used to prepare for the GED tests, and the Official Practice Tests was one of the options. Results are reported for both of these questions in
this report.
10 The Center for Rural Pennsylvania